This paper describes the nature of burnout among teachers, examines the differences in burnout between teachers and school-based administrators, and explores the extent to which specific factors such as workload and lack of rewards predict teacher burnout. (TE)

Process reinforcement is proposed as a reinforcement method that is more comfortable, personal, comprehensive, and interactive than traditional behavior modification. Process reinforcement strengthens desired behaviors by engaging learners in a one-on-one examination of how they achieved correct responses and by practicing comfortable eye contact…

The elementary and secondary teachers most involved in integrating computers into instruction in 55 school districts were surveyed to determine their perceptions of how classroom computers should be used, misuses of computers or situations when they should not be used, and ways to improve computer use in educational settings. (MBR)

The purpose of this study was to identify the nature of perceived problems of elementary teachers, considering the frequency of occurrence and the difficulties caused. School location and years of teaching experience were used as variables. Results are discussed. (Author/MT)

A 65-item questionnaire assessed teacher (N=2279) perceptions of intervention alternatives used to control classroom behavior problems. Strategies rated as most effective, easiest to use, and most frequently used by both regular and special educators included interventions that either redirected students toward appropriate behavior or involved…

Questionnaires examining teachers' personality style and attitudes about pupil control show that, among the unidentified number sampled teaching grades seven through eight, humanistic methods are more effective than authoritarian controls. (10 references) (CJH)

Profiles a northern California elementary school teacher. Presents an interview in which the teacher describes her students, teaching techniques, and favorite reading materials. Includes also an observer's report of a day in the teacher's classroom, as well as some general conclusions about what makes the teacher "professional." (KH)

Obtained teacher ratings of inattentive, impulsive, hyperactive, aggressive, and anxious behaviors for a non-clinic-referred sample of 926 nine-year-old children. Factor analysis identified four factors: Inattention, Antisocial Behavior, Hyperactivity, and Worry-Fearful. Results suggest that inattention represents the core dysfunction in…

Examines the responses of 10 veteran teachers to an essay written by an ESL student and concludes that most teachers continue to mark only surface errors, even in ESL essays. (DF)

Enumerates negative emotions that early childhood teachers may feel when first encountering the handicapped child and suggests ways to overcome these feelings. (KS)

Naturalistic observations were made of "remedial interchanges" that occurred among kindergarten through fourth-grade children in open classrooms. Three approaches to development of moral judgments were considered: attributional, cognitive developmental, and symbolic interactionist. Data showed limited to no support for these theories and…

Students' initiating behaviors, teachers' verbal feedback, and students' available response opportunities were studied in 63 classrooms in relation to student race, sex, and grade level, using a modified Brophy-Good Observation System. Results indicated that male students initiate more positive and negative interactions with teachers than do…

Focuses on environmental influences on variations in infants' exploratory behavior, the stability of these differences, and the relation between differences in exploratory play and later cognitive development. (AS)

The assertive acts of 48 toddlers and the responses of peers and teachers were registered. It is argued that the higher response rate recorded for boys' acts informs the child that such behavior will produce an effect in his world, while the lack of response to girls' acts suggest the opposite to girls. (Author/RDN)

Reviews some of the general findings about the kinds of self-reporting procedures that seem to yield accurate information about classroom instruction. (HOD)